Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Heteronormativity in the University Classroom

Heteronormativity in the University Classroom This article explores the complex relationship between an openly gay instructor, homophobia, and heteronormativity in a university classroom. The authors first tabulated the frequency with which the instructor used the lives of heterosexuals and homosexuals as examples of content or as content itself, and then they interviewed 32 students about their perceptions of these frequencies. They found that students significantly overestimated lesbian, gay, bisexual, and transgender (LGBT) frequencies and underestimated heterosexual ones. The authors develop two analytical concepts to highlight this form of heteronormativity: novelty attachment and content substitution. They explain these phenomena by suggesting that the novelty of using LGBT examples and discussing homosexuality as content results in the activation of stereotypes among otherwise gay-friendly students. They examine the cognitive underpinnings of this using social identity theory and call for further research to examine the applicability of their theory to other minority groups. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sociology of Education SAGE

Heteronormativity in the University Classroom

Loading next page...
 
/lp/sage/heteronormativity-in-the-university-classroom-lNZjgm3eOl

References (42)

Publisher
SAGE
Copyright
© American Sociological Association 2012
ISSN
0038-0407
eISSN
1939-8573
DOI
10.1177/0038040711427315
Publisher site
See Article on Publisher Site

Abstract

This article explores the complex relationship between an openly gay instructor, homophobia, and heteronormativity in a university classroom. The authors first tabulated the frequency with which the instructor used the lives of heterosexuals and homosexuals as examples of content or as content itself, and then they interviewed 32 students about their perceptions of these frequencies. They found that students significantly overestimated lesbian, gay, bisexual, and transgender (LGBT) frequencies and underestimated heterosexual ones. The authors develop two analytical concepts to highlight this form of heteronormativity: novelty attachment and content substitution. They explain these phenomena by suggesting that the novelty of using LGBT examples and discussing homosexuality as content results in the activation of stereotypes among otherwise gay-friendly students. They examine the cognitive underpinnings of this using social identity theory and call for further research to examine the applicability of their theory to other minority groups.

Journal

Sociology of EducationSAGE

Published: Apr 1, 2012

There are no references for this article.